The rise of the internet and virtual classroom technologies such
as Blackboard3
and SLOODLE4
[19], have pushed computerbased
education into the mainstream, providing even more
incentive for effective ITS technologies. Modern ITS applications,
which rely on an embedded assessment of student
knowledge to better present instructional material, have proven
nearly as effective as human tutoring in improving learning
gains [47]. To further improve ITS technology, recent research
has explored additional methods of gauging student
knowledge, engagement with the instruction, and affective